Aboriginal Studies 2025 HSC exam pack

Students should:

• refer to a specific Aboriginal community, not just ‘Australian Aboriginal Peoples’ or ‘Aboriginal Peoples’
• correctly identify Aboriginal and international Indigenous communities, for example, Yolngu Peoples of North-East Arnhem Land or Oglala Lakota Peoples of Pine Ridge Reservation, South Dakota, USA
• compare both an Aboriginal community and an international Indigenous community where applicable
• use relevant terminology and protocols to support their response, such as using an initial capital for ‘Aboriginal’ and not using the acronyms ‘ATSI’ or ‘TSI’
• distinguish between Aboriginal Peoples and Torres Strait Islander Peoples, where applicable
• refer to ‘Aboriginal Peoples’ rather than ‘First Nations Peoples’
• know the difference between a ‘community initiative’ and a ‘government initiative’
• read the question carefully to ensure that they do not miss important components of the question
• integrate source material throughout their response where appropriate
• have a clear understanding of key words in the question, and respond to the question asked rather than presenting a pre-prepared response
• relate the response to the question , rather than just at the beginning
• sustain their judgements throughout the response with a clear connection to the question
• present a sustained, logical and cohesive response that addresses the question.

Part A – Social Justice and Human Rights

Question 6

In better responses, students were able to:

• outline how institutional racism affects Aboriginal peoples achieving social justice, for example, over-policing.

Areas for students to improve include:

• identifying at least one example of how institutional racism affects the achievement of social justice for Aboriginal people.

Question 7

In better responses, students were able to:

• outline one Australian government inquiry and identify the social justice issue it sought to address.

Areas for students to improve include:

• identifying a relevant Australian government inquiry.

Question 8

In better responses, students were able to:

• provide a description and use accurate terminology to answer the question
• provide relevant details and/or examples related to one initiative.

Areas for students to improve include:

• demonstrating some understanding of one initiative.

Question 9

In better responses, students were able to:

• demonstrate an understanding of one international Indigenous community to provide an informed response to the question
• demonstrate an understanding of how one international Indigenous community achieved social equality.

Areas for students to improve include:

• identifying one international Indigenous community
• demonstrating an understanding of the key terms of the question, for example, ‘social equality’, ‘broader society’.

Question 10

In better responses, students were able to:

• correctly name communities of Aboriginal and/or other Indigenous Peoples
• identify protests and explain how they improved the political status of specific Indigenous Peoples.

Areas for students to improve include:

• providing specific protests as examples to answer the question
• providing an explanation that refers to both Aboriginal and other Indigenous Peoples.

Part B – A Comparative Study

Questions 11 (a) Health

In better responses, students were able to:

• identify one international Indigenous Peoples
• provide one health impact arising from post-1960 colonialism on an international Indigenous peoples.

Areas for students to improve include:

• identifying one international Indigenous community and a specific impact of post-1960 colonialism on health
• addressing all parts of the question specifically, for example, noting that the requirement is for an ‘international’ example, rather than answering in general terms, such as ‘Indigenous Peoples’
• demonstrating an understanding of the term ‘colonialism’.

Question 11 (b) Health

In better responses, students were able to:

• identify an Australian Aboriginal Community
• identify appropriate health outcomes applicable to the question
• provide a clear explanation of how socioeconomic status has impacted the health of Aboriginal Peoples
• identify a socioeconomic indicator clearly in their response.

Areas for students to improve include:

• connecting health outcomes with the socio-economic status of Aboriginal Peoples
• describing health factors for Aboriginal Peoples.

Question 11 (c) Health

In better responses, students were able to:

• identify one Australian Aboriginal Community and one international Indigenous community
• demonstrate an understanding of both communities and refer to them using correct terminology, for example, ‘People’, ‘Place’, ‘Country’
• use comparative language throughout the response and attempt to make comparisons between initiatives.

Areas for students to improve include:

• identifying the selected communities correctly
• discussing how the selected communities’ responses to a health issue are similar and different.

Question 12 (a) Education

In better responses, students were able to:

• identify one international Indigenous community and a specific impact of post-1960 colonialism on education
• demonstrate an understanding of how historical processes continue to influence contemporary education outcomes.

Areas for students to improve include:

• demonstrating an understanding of the term ‘colonialism’
• ensuring the chosen international Indigenous community is clearly identified and consistently referred to.

Question 12 (b) Education

In better responses, students were able to:

• identify relevant socioeconomic factors influencing education outcomes for Aboriginal Peoples
• demonstrate an understanding of the relationship between socioeconomic and employment barriers.

Areas for students to improve include:

• developing clear links between socioeconomic status and education outcomes
• providing examples or case studies to support their response
• explaining how specific socioeconomic factors affect education.

Question 12 (c) Education

In better responses, students were able to:

• provide a comparison between one Australian Aboriginal Community and one international Indigenous community
• demonstrate an understanding of similarities and differences in how communities address education issues
• respectfully identify each community
• demonstrate an understanding of both communities and refer to them correctly, for example, ‘People’, ‘Place’, ‘Country’.

Areas for students to improve include:

• showing how the selected communities’ responses to a health issue are similar and different
• providing specific details about each community’s response
• ensuring that both the community responses are given adequate attention and depth producing a well-weighted response.

Question 13 (a) Housing

In better responses, students were able to:

• identify an international Indigenous community and one impact of post-1960 colonialism on housing
• demonstrate an understanding of the long-term effects of colonial policies on housing, for example, housing conditions or access to housing
• identify an international Indigenous community, specifically and explicitly, for example, Māori Peoples of New Zealand.

Areas for students to improve include:

• providing the effect of colonialism, rather than a brief statement about colonialism
• providing more than general information about housing and/or international Indigenous Peoples
• focusing on an international Indigenous community.

Question 13 (b) Housing

In better responses, students were able to:

• draw links between socioeconomic indicators and access to housing
• support their responses with relevant and appropriate evidence.

Areas for students to improve include:

• addressing the terms of the question, for example, ‘socioeconomic’, and ‘housing’
• ensuring that the response moves beyond general statements about housing and/or Aboriginal Peoples.

Question 13 (c) Housing

In better responses, students were able to:

• demonstrate an understanding of both Australian Aboriginal communities and international Indigenous communities and refer to them correctly, for example, ‘People’, ‘Place’, ‘Country’
• demonstrate an understanding of similarities and differences in how communities address housing issues and/or initiatives.

Areas for students to improve include:

• ensuring that both Australian Aboriginal and international Indigenous communities are referenced respectfully
• providing similarities and differences in how communities address employment issues
• providing details of initiatives and communities, using comparative language
• ensuring both the communities’ responses are given adequate attention and depth to ensure a well-weighted response.

Question 14 (a) Employment

In better responses, students were able to:

• identify an international Indigenous community and one impact of post-1960 colonialism on their employment
• demonstrate an understanding of how work patterns continue to be influenced by post-1960 colonialism.

Areas for students to improve include:

• linking colonial policies directly to modern employment issues
• including specific examples such as discrimination, limited access to training, land loss or economic marginalisation
• ensuring the chosen international Indigenous community is clearly identified.

Question 14 (b) Employment

In better responses, students were able to:

• explain how historical disadvantage continues to affect current employment opportunities
• explain how the socioeconomic status of Aboriginal Peoples affects their employment outcomes
• make clear connections between socioeconomic status in terms of poverty, access to education, health challenges and employment barriers and employment outcomes
• use relevant examples to support their explanation.

Areas for students to improve include:

• explaining, rather than listing, ways the socioeconomic status of Aboriginal Peoples affects employment outcomes
• using evidence, data or examples to support their response
• ensuring explanations are specific and detailed, rather than providing vague or generalised statements.

Question 14 (c) Employment

In better responses, students were able to:

• provide a comparison between one Australian Aboriginal Community response and one international Indigenous community response to an employment issue
• identify and discuss each community in their response
• demonstrate an understanding of the purpose, strategies and outcomes of each community-driven response
• link the response to specific employment issues faced by each community
• refer to communities correctly, for example, ‘People’, ‘Place’, ‘Country’.

Areas for students to improve include:

• using comparative language
• referring explicitly to similarities and differences between the chosen communities
• ensuring both community’s responses are discussed and well weighted.

Question 15 (a) Criminal Justice

In better responses, students were able to:

• engage specifically with the question relating to over-representation in the criminal justice system of an international Indigenous peoples
• outline one impact of colonialism on the over-representation in the criminal justice system of an international Indigenous community since the 1960s
• demonstrate an understanding of systemic discrimination and historical disadvantage.

Areas for students to improve include:

• providing relevant examples to support their response, for example, policing, sentencing, incarceration
• providing a link to colonial structures or policies in relation to criminal justice
• engaging with the terms of the question, for example, ‘international’ and ‘colonialism’.

Question 15 (b) Criminal Justice

In better responses, students were able to:

• explain how socioeconomic status influences over-representation of Aboriginal Peoples in the criminal justice system
• demonstrate an understanding of the role of disadvantage when in contact with the justice system
• demonstrate an understanding of the terms of the question including ‘socioeconomic’ and ‘impact on Aboriginal Peoples'
• support their response with specific examples, such as using the poverty cycle and linking it to other services and resources.

Areas for students to improve include:

• using clear evidence and examples or data to support their response, rather than using generic statements
• explaining how socioeconomic factors translate into justice system outcomes.

Question 15 (c) Criminal Justice

In better responses, students were able to:

• identify one Australian Aboriginal community and one international Indigenous community clearly and provide information about these communities
• provide a comparison between an Australian Aboriginal Community and an international Indigenous community in reference to criminal justice issues
• demonstrate understanding of community-driven solutions, providing examples of initiatives or programs.

Areas for students to improve include:

• using examples of community-driven solutions to answer the question
• providing similarities and differences between the chosen responses and using comparative language to answer the terms of the question
• providing more detail about each response and identifying the impacts
• ensuring both communities are clearly and respectfully identified and explained.

Question 16 (a) Economic Independence

In better responses, students were able to:

• identify an international Indigenous community
• demonstrate an understanding of how colonialism shaped economic structures
• use relevant terms and concepts to answer the question, for example, land dispossession, labour exploitation and/or systemic exclusion.

Areas for students to improve include:

• demonstrating an understanding of ‘colonialism’ to answer the question
• outlining one impact of colonialism on the economic independence of a community, rather than providing general terms and concepts.

Question 16 (b) Economic Independence

In better responses, students were able to:

• identify chosen Aboriginal Communities correctly
• demonstrate an understanding of the terms of the question, including ‘Economic Independence’ and ‘socioeconomic status’
• demonstrate an understanding of barriers to employment, income, education and access to resources.

Areas for students to improve include:

• strengthening links between specific socioeconomic factors and economic independence
• providing detailed examples or data, rather than providing broad statements or general terms and concepts.

Question 16 (c) Economic Independence

In better responses, students were able to:

• demonstrate understanding of one Australian Aboriginal community response and one international Indigenous community in relation to an economic independence issue
• refer to a community-driven strategy or initiative to improve economic independence
• use relevant concepts and provide appropriate terms and language to answer the question.

Areas for students to improve include:

• using examples of community responses to answer the question
• providing similarities and differences between the chosen responses and using comparative language to answer the terms of the question
• providing more detail about each response and identifying impacts
• ensuring both communities are clearly and respectfully identified, for example, ‘People’, ‘Place’ and ‘Country’.

Part C – Global Perspective and Comparative Study

Question 17

In better responses, students were able to:

• engage with the question using examples, such as United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)
• name specific communities with 'People', 'Place' and 'Country'
• explain the importance of one declaration, agreement or covenant, using examples, such as UNDRIP.

Areas for students to improve include:

• identifying one Aboriginal Community and one international Indigenous community
• respectfully naming and showing understanding of both communities with reference to 'People', 'Place' and 'Country'
• comparing the importance of the identified declaration or agreement or covenant for both communities and providing evidence and examples to support the response.

Research and Inquiry Methods

Question 18 (a)

In better responses, students were able to:

• identify two appropriate methods of data collection that relate to conducting research.

Areas for students to improve include:

• providing two specific points relevant to research and/or data collection methods.

Question 18 (b)

In better responses, students were able to:

• engage with the terms of the question, specifically ‘reliability’
• provide examples of ways a researcher may ensure reliability
• explicitly outline the steps and considerations of how to best work with community members and ensure the collection of information is reliable
• identify the role of the researcher, including actions for gathering information from sources inclusive of those endorsed by Community, and a variety of other perspectives. 

Areas for students to improve include:

• demonstrating an understanding of the difference between reliability and ethical research
• describing considerations as to why ensuring reliability is important, rather than only identifying considerations.

Question 18 (c)

In better responses, students were able to:

• demonstrate an understanding of why ethical research practices is important
• provide examples to support their answer, for example, obtain consent, and permissions and the importance of acknowledging Aboriginal Peoples and Community member contributions
• demonstrate understanding of respectfully considering and adhering to protocols
• identify necessary considerations when working with Aboriginal Peoples and Communities
• identify ethical practices clearly.

Areas for students to improve include:

• linking the research practice explicitly with the ethical importance
• elaborating on how ethical practices are applied and explaining the importance of doing so, including why it is necessary.

Aboriginality and the Land

Question 19 (a)

In better responses, students were able to:

• demonstrate an understanding of the terms of the question to provide an explanation
• make reference to the source and integrate references to the source throughout their response
• explain the role of Country in affirming Aboriginal Peoples’ cultures.

Areas for students to improve include:

• ensuring that relevant concepts and terms are used appropriately throughout their response
• integrating the source consistently throughout the response, rather than simply referencing it at the beginning of the response.

Question 19 (b)

In better responses, students were able to:

• make references to the source and integrate these throughout their response
• demonstrate their understanding of how to provide an informed judgement about the impact of land and/or water rights
• demonstrate understanding of the socioeconomic status of Aboriginal communities.

Areas for students to improve include:

• demonstrating knowledge about what it means to affirm Aboriginal Peoples’ cultures and of the significance and importance of Country in this
• integrating the source consistently throughout the response, rather than simply referencing it at the beginning of the response
• ensuring that relevant concepts and terms are used appropriately throughout their response.

Heritage and Identity

Question 20 (a)

In better responses, students were able to:

• explain clearly how Aboriginal Peoples use media to celebrate Aboriginal Peoples’ identities
• provide a logical order of ideas with elaboration on each idea
• use the source to support ideas provided in the response.

Areas for students to improve include:

• correctly linking the source to media and integrating examples from their own knowledge of media to support their response
• integrating the source consistently throughout the response, rather than simply referencing it at the beginning
• ensuring that relevant concepts and terms are used appropriately throughout their response.

Question 20 (b)

In better responses, students were able to:

• engage with a range of different parts of the source to support their own knowledge and evaluation
• provide an informed judgement about the impact of regaining access to Country
• demonstrate a clear understanding of the importance of regaining access to Country.

Areas for students to improve include:

• ensuring examples provided are relevant to the question
• identifying and explaining key ideas from the source
• integrating information from the source, rather than simply identifying or referencing the source at the beginning of their response.